SCHOOL LEADERSHIP PRACTICES AND ACADEMIC PERFORMANCE: EXAMINING KCSE OUTCOMES IN PUBLIC SECONDARY SCHOOLS IN MANGA SUB-COUNTY, KENYA

Abstract

This study examines the impact of school leadership on Kenya Certificate of Secondary Education (KCSE) outcomes in Manga Sub-County, Nyamira County, Kenya. Using transformational leadership and goal-setting theories as guiding frameworks, the research investigates how leadership practices such as motivation, rule enforcement, and vision clarity influence academic performance. Data was collected from 271 educators (principals, teachers, and curriculum support officers) through a combination of surveys and interviews. The study reveals a strong correlation (mean = 4.2175) between effective leadership and improved KCSE results. Specifically, leadership practices such as providing motivation and inspiration, establishing clear visions, and ensuring transparent enforcement of rules were found to have a significant impact on student performance. The findings suggest that fostering a supportive and collaborative leadership environment can enhance academic outcomes. Recommendations focus on strengthening leadership capacity through training, supporting teachers' professional development, and fostering a participatory school culture. The study contributes valuable insights for policymakers, school administrators, and educators seeking to improve academic performance in public secondary schools.